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This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation and entrepreneurship in this particular domain.

In the first section, we start by presenting in short the history of TUIs and then focus on tangible programming presenting the different design approaches. Then we present the opportunities for innovation and guidelines for future products.

In the second section, we review the entrepreneurial activities that combine educational toys and TUIs.

The main finding of this chapter is that although TUI design and research are still in its infancy and more design guidelines and research are required to further bridge the digital and the physical world, the first signs of entrepreneurship promise a bright future.

Limitations arise from the fact that many companies keep many of their financial data confidential. Thus, it was impossible to include and validate all the information that we intended to present.

Initially, this chapter motivates and challenges scientist to find novel innovative solutions in the field. Then, reveals the entrepreneurial opportunities and potential customers. Finally, shows the funding sources and how tangible products are offered in the market.

We propose a new kind of toys that might alter and expand science, technology, engineering, and mathematics (STEM) in education.

This chapter appears to be unique in the sense that is the first that reports simultaneously on TUIs, entrepreneurship, and innovation.

Recent advances in digital technologies and their accessibility with ease have become indispensable for children. In contrast to expectations and many regulations, children use digital technologies effectively in many areas from an early age. Digital technologies and digital media, commonly used in entertainment, learning and everyday activities, cover several user-induced problems and challenges. These uses are user-based, not technology-based, which highlights conscious, controlled and time-limited applications that are suitable for their developmental levels. On the other hand, technology has many positive effects, such as providing children with efficient and rich learning opportunities, providing concrete experiences, and increasing their academic success and interest. Also, digital technologies are frequently preferred in learning environments due to the visual preparation of technology-supported materials, addressing more than one sensory organ at the same time, and the inclusion of interaction components. However, in this process, the selection and use of current technologies and software suitable for children's development levels and the factors that need to be considered in the process of use are important to make the learning process effective.

This chapter explores how to introduce young children to coding as a literacy using mobile devices. Learning how to code is changing what it means to be literate in the twenty-first century and, increasingly, early years educators are expected to teach young children how to code. The idea that coding is a literacy practice is relatively new, and this chapter first presents strategies for introducing coding without technology. It then explores how to scaffold young children’s coding literacy proficiencies through programming and coding robotic toys. When young children have become familiar with coding and solving challenges using concrete materials and robotic toys, it is possible to introduce mobile devices, apps and humanoid robots in playful ways. This chapter explores how this can be done.

Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.

Higher education (HE) institutions continue to diversify learning spaces due to rapidly shifting student demographics and increased efforts to internationalise curriculum to ready graduates for increasingly diverse work environments and the evolving global economy. This chapter presents a strategy on internationalising college curriculum via the Global Citizenship and Equity (GCE) Education model, which has been integrated in 92% of Centennial College’s programmes across six distinct disciplines; also known as GCE integration. In 2015, the College initiated mixed-methods research to examine the impact of GCE integration. Employing a theoretical framework of transformative learning, the study invited participation from students in surveys and focus groups to elicit their perceptions of GCE integration in respect to their personal, social and professional development. Overall, the research indicates positive outcomes for students engaging with GCE integration with the majority of students reporting increased knowledge and capacity to address issues related to GCE education. Centennial College’s GCE integration model, presented in this chapter, provides an effective strategy for HE faculty to engage students with GCE through teaching innovation, reflective practice and curricular modification in the classroom.

In a world of continuous volatility, complexity and uncertainty, the need for enhanced leadership has gained significant attention. Leadership development efforts continue to scale up but fail to produce the desired leaders. This calls for fundamental changes in the way leadership development happens.

Knowing this very well, it is ironic that organisations remain limited in their ability to develop leadership talent. Leadership models may be inadequate to prepare our leaders for the future. Effective leadership development frameworks need to take a contextual view and evolve sustainable and competitively integrated solutions to today’s leadership challenges.

This chapter explores the changing paradigms related to leadership development and highlights how contextual enablers will help practitioners better select and develop leaders.

Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.

Following the collapse of the banking system in October 2008, the Icelandic authorities attempted to restore confidence in the country’s institutions, improve their functioning and gradually improve the country’s credit rating. The authorities took ownership of an International Monetary Fund-sponsored economic programme that managed to turn the macroeconomic development around when, following a trough in the summer of 2010, an economic expansion started that has continued ever since. They applied for membership in the European Union in order to show their commitment to be part of the international economic community and to have a lender of last resort in the European Central Bank in future crises. The causes of the collapse were investigated and many bankers were prosecuted. Finally, financial regulations were made stricter and the structures of the Central Bank and the supervisory authority were changed for the better. The net effect was to lower the credit default swap rate on the government’s debt, gain access to capital markets and make the Iceland story one of resurrection rather than only hubris and collapse.